Durham Gilesgate Primary School and Nursery

We are a community primary school with a nursery in Gilesgate, Durham City.

We have a 2 year old room for families that are eligible. We have a nursery for children 3 and 4 years old.

We are a Primary School with Reception to Year 6.

All children are welcomed into our school where a team of dedicated staff work hard to ensure that children are safe, happy and that they make good progress.

We provide rich learning experiences for children aged 2 to 11 (nursery to Year 6) and our curriculum has been described as ‘inspiring’ by Ofsted. This is because we teach children to use their literacy and numeracy skills across a range of subjects and in real life contexts. We believe in making learning relevant and real so that children engaged and motivated to succeed.

We also host specialist resource provision for pupils with a hearing impairment and work closely with the council's SEND team to support these pupils. All the children with a hearing impairment are included in mainstream classes and learn alongside their friends.

There are three disabled facilities on site and our buildings are on one level making them accessible for children and adults with disabilities.

How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Staff are well trained in recognising the additional needs that children may have.

The school are proactive in discussing needs with parents and likewise listen carefully to any concerns raised by parents.

Many additional needs can be catered for but sometimes the school may involve outside agencies to help assess or support the needs of individual children.

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

Early Years staff are well trained in recognising the additional needs that children may have.

In these cases they are proactive in discussing needs with parents and likewise listen carefully to any concerns raised by parents.

Many additional needs can be catered for through in school provision but sometimes may involve outside agencies to help assess or support the needs of individual children.

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

The school have a well differentiated curriculum and are able to adapt the curriculum to meet the needs of children.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

The school track the progress of children carefully in school and there are systems for regular reporting.

Children with additional needs have provision maps which let parents know about the provision that the school have in place for their child. Those children with complex additional needs have individual provision plans with small step targets.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

There are excellent systems and provision to cater for the pastoral element of school life. All staff place the welfare of children first.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

Teachers of the deaf

Support assistants for the deaf

Well trained learning support staff in school

Access to a school based speech therapist

Access to a parent support advisor

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

All children are able to access the full range of activities provided by the school.

The school will either provide additional support or make appropriate adaptations to enable them to attend.

How will you support my child's needs?

How accessible is the setting/school/college environment?

The school is fully accessible.

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Transition workers are used to support transfer at the end of Key Stage 2 to Key Stage 3.

The school enjoys good relationships with other schools and will always invite staff from those establishments to attend review meetings so that they can plan a phased transfer or transition.

This is always done with the child and family at the centre of any decisions made.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school use their notional and top up budgets to provide a wide range of resources.

This includes additional staff, specific resources, training, and enhanced provision.

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

This decision is made at a variety of levels. For most children it is made by the school with the aim of helping them to make good progress.

For children with complex needs who require the input from outside professionals the decision is made in consultation with those professionals and the family.

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

Parents are encouraged to be as involved as possible. The school like parents to attend open evenings and school events. Parents of children with additional needs are able to meet with staff more frequently.

Some parents support the school by being elected to the Governing Body and from time to time places for this become available.

Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website.
Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness
for purpose and suitability to meet their needs.

Disclaimer: Durham County Council's Families Information Service encourages and promotes the use of plain English. We therefore reserve the right to amend any information supplied as necessary. Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.